School Stratification and Science Climate in Early Secondary Education in Ireland and Flanders: Associations with Students’ Science Dispositions and Science Literacy
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
https://link.springer.com/content/pdf/10.1007/s10763-023-10439-x.pdf
Reference90 articles.
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2. Bathgate, M., & Schunn, C. (2016). Disentangling intensity from breadth of science interest: What predicts learning behaviors? Instructional Science, 44(5), 423–440. https://doi.org/10.1007/s11251-016-9382-0
3. Belay, E. B., Alemu, M., & Tadesse, M. (2023). Improving secondary students’ epistemic beliefs about physics through dialogic practical work. Teaching and Teacher Education, 128, 104116. https://doi.org/10.1016/j.tate.2023.104116
4. Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499. https://doi.org/10.1002/tea.20131
5. Burns, E. C., Martin, A. J., Kennett, R. K., Pearson, J., & Munro-Smith, V. (2021). Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science. Contemporary Educational Psychology, 64, 101937. https://doi.org/10.1016/j.cedpsych.2020.101937
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